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Bristnall Hall Academy, Bristnall Hall Lane
Oldbury, West Midlands B68 9PA

T: +44 0121 552 5425

E: principal@bha.attrust.org.uk

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Bristnall Hall Academy, Bristnall Hall Lane, Oldbury, West Midlands, B68 9PA

Overview for: MATHEMATICS

Subject Leader: A Hardman

Social: In mathematics group/pair work is encouraged where pupils discuss, plan and share responsibilities enabling them to develop team working skills.

Moral: Pupils learn to develop a sense of purpose in mathematics by investigating hypotheses, discussing and presenting their work logically, whilst also considering the viewpoints of others and potential ethical issues.

Spiritual: Developing deep thinking and questioning the way in which the world works promotes the spiritual growth of students. In mathematics lessons pupils are always encouraged to delve deeper into their understanding of mathematics and how it relates to the world around them.

Cultural: Mathematics is a universal language with a whole host of cultural influences throughout the ages. Pupils learn methods from a variety of different cultural backgrounds and master techniques such as the use of exchange rates for foreign travel.

BHA Skills and Attributes Development

High aspirations for themselves, setting themselves high standards

Effective communication skills – oral, written and numeric

Ability to lead and be a good team player – pair work/group work during lessons.

Pride and respect in themselves – Students in Mathematics respect each other’s opinions and answers to solutions without any prejudice.

Self-management skills including time management, decision making and the ability to learn and adapt

Confidence and resilience – Students will practice basic skills and build on the foundations

Problem solving and negotiation skills – Problem solving questions are embedded within the lessons and included in assessments. This allows the students to view the mathematics in a real life context.

 

More Able Students: Talented mathematicians are nurtured and challenged. From Year 7, pupils are encouraged to push their mathematical skills. More able pupils throughout the academy take the UKMT Maths Challenge.

 

The scheme of work in Year 7 to Year 10 is as follows:

We follow a scheme of work which places emphasis on developing deep mathematical reasoning and problem solving. This means that pupils are not only taught the maths skills that they need but apply these in a range of contexts. It also dedicates time to inbuilt “reflection time” where students will consider their progress. All classes have the flexibility to work to an individualised scheme of work that caters for their needs.
The scheme of work in Year 7 to 10 is linked to stages. See the link below:

http://www.kangaroomaths.com/free_resources/planning/KM_MathematicsCurriculumBigPicture_TheFullMonty.xlsx

 

The scheme of work in Year 11 and Year 13 is as follows:

Year 11

Number: Equivalent Fractions , Simplification of fractions, Put fractions in order, Finding the fraction of an amount, Addition and subtraction of fractions, Multiply and divide fractions, Change fractions to decimals, Four rules of fractions, Percentage of an amount with /without a calculator, Change to a percentage with/without a calculator, Overview of percentages, Increase/Decrease by a percentage, Fractions, Decimals, and Percentages, Ordering Fractions, Decimals & Percentages, Compound Interest/Depreciation, Reverse Percentage, Ratio, Recipe type ratio questions, Proportion, Factors, Multiples, and Primes, Evaluate Powers, Understand squares, roots, and cubes, Product of prime factors, LCM and HCF, Standard Form.

Algebra: Algebraic Simplification, Expanding and simplifying brackets, Factorising Common Factors, Solving Equations, Forming Equations, Changing the subject of a formula, Solving quadratics by factorising, Difference of 2 squares, Drawing straight line graphs, Equation of a straight line, Drawing quadratic graphs, Simultaneous linear equations (Addition / Subtraction ) Inequalities, Solving inequalities, Understanding Y=mx+c, Regions, Simultaneous linear equations 2 (Creating 1/2 equations).

Shape and Space: Pythagoras’ Theorem, Pythagoras’ Line on a graph, Volume of a prism, Surface area of cuboids, Surface area of a triangular prism, Trigonometry, Similar Shapes, Compound measures, (Speed distance time/Density mass volume), Circle Theorems, Graphs of cubic and reciprocal graphs, Recognising shapes of functions, Parallel lines, Angle sum of a triangle, Properties of special triangles, Finding angles of regular polygons, Area of a circle, Circumference of a circle, Area of compound shapes. Graphs of cubic and reciprocal graphs, Recognising shapes of functions, Translations, Rotations, Enlargements, Reflections,

Symmetries, Finding the midpoint of a line, Measuring and drawing angles, Drawing triangles, Plans and elevations, Nets, Parallel lines, Angle sum of a triangle, Properties of special triangles, Finding angles of regular polygons, Area of a circle, Circumference of a circle, Area of compound shapes.

Data handling: Cumulative Frequency, Box plots, Averages from a table (Discrete/Continuous data), Two way tables, Pie charts, Tree diagrams, Scatter graphs, Stem and leaf diagrams, Recurring decimals into fractions, Estimate answers, Division by 2 digit decimals, Index notation for multiplication and division, Fractional and negative indices, Surds, Rationalising the denominator.

 

Key Stage 5

Year 12

C1 – Algebra and Functions, Quadratic Functions: Equations and inequalities, Sketching Curves: Coordinate geometry in the (x,y) plane, Sequences and series, Differentiation Integration

C2 – Algebra and Functions, The Sine And Cosine Rule, Exponentials And Logarithms, Coordinate Geometry in the (x,y) plane, The Binomial Expansion Radian Measure and its Application, Geometric Sequences and Series, Graphs of Trigonometric Functions, Differentiation, Trigonometrical Identities and Simple Equations Integration

D1 – Algorithms, Graphs and networks, Algorithms on networks, Route inspection (Chinese postman problem), Critical path analysis

 

 

Year 13

C3 – Algebraic Fractions, Functions, The Exponential and Log Functions, Numerical methods, Transforming Graphs And Functions, Trigonometry, Further Trigonometric Identities And Their Applications, Differentiation.

C4 – Partial Fractions, Coordinate Geometry in the (x,y) Plane, The Binomial Expansion, Differentiation, Vectors, Integration

 

S1 – Mathematical modelling in probability and statistics, Representation and summary of data – location, Representation and summary of data – dispersion, Representation of data, Probability, Correlation, Regression, Discrete random variables, The normal distribution

 

How Parents can help

There are many ways that as parents or carers you can support your child at home with their mathematical learning.

  1. There are opportunities to use mathematics with your child in daily life.
  2. When visiting the supermarket, ask your child to work out the best buys. Give pupils the opportunity to calculate how much change they will receive when handling money. When going on a journey, note the distance and the speed to estimate how long is left on a journey.
  3. Ask your child to teach you maths.
  4. Pupils are encouraged to explain their reasoning and show their working out for tasks in the lesson. Therefore, pupils should be able to explain what they are doing and how they achieve their answers. This will show that they understand what they are doing and it helps re-enforce the learning.
  5. Encourage your child to be independent in maths
  6. Pupils will often wait to be told whether an answer is correct or incorrect. Encourage your child to talk you through what they have done and ask them if there is a way of checking or estimating whether their answer is correct. This will force your child to think about what the question asks and how they have approached it.

 

Reading:

Pupils have to answer many functional questions in mathematics. Encourage your child when reading a piece of text to highlight the important information that is required. This is very useful for pupils when highlighting the information required to answer a functional question.

 

Pupils are given marking feedback in the form of strengths and targets. These can be found in their exercise books and the feedback that is highlighted in pink are the targets for your child. Pupils can use this information to answer questions in their books to identify their weaknesses and improve on them.

 

 

 

 

 

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